From imitation to invention: Issues and Strategies for the ESL Music Classroom

Abstract

For child immigrants and refugees to Australia, school can present a minefield of challenges to navigate, from unfamiliar language to the rules and conventions of Australian school culture. Music offers such children a potent means of expression and connection with others, and is way in which many experience their first feelings of success in school here. However, developing musical creativity in English as Second Language [ESL] settings poses challenges for music educators in building student understanding of the intentions of the tasks. This article discusses some of the arising issues and offers three strategies from the author’s experiences as a music teacher in a Melbourne English Language School.